<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000100119</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n1id718</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DA DISCÊNCIA À DOCÊNCIA: concepções e perspectivas na formação inicial de professores de química sobre a Sequência Didática &#8211; SD]]></article-title>
<article-title xml:lang="en"><![CDATA[FROM STUDENT TO TEACHER: conceptions and expectation in the initial education of chemistry teachers about Didactic Sequence &#8211; DS]]></article-title>
<article-title xml:lang="es"><![CDATA[DE LA DISCENCIA A LA DOCENCIA: concepciones y expectativas en la formación inicial de los profesores de química sobre Secuencia Didáctica - SD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedin]]></surname>
<given-names><![CDATA[Everton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino]]></surname>
<given-names><![CDATA[José Claudio Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>119</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Qualificar a formação inicial de professores é uma tarefa complexa que exige competências e habilidades, já que é necessária para aprimorar os processos de ensino e aprendizagem na Educação Básica. Neste sentido, este artigo tem o objetivo de apresentar resultados de uma atividade desenvolvida com o intuito de fazer com que o professor em formação inicial, além de ser aprendiz, e ajuizar ideias e concepções críticas e reflexivas sobre metodologias de ensino, perceba-se enquanto professor, considerando o desenvolvimento de uma oficina pedagógica à luz da Sequência Didática (SD). Os dados foram coletados por meio da observação e da aplicação de um questionário identificado como pré e pós-teste durante o planejamento, o desenvolvimento e a síntese da oficina. Estes dados foram analisados e interpretados por meio do teste Survey e da Análise de Conteúdos, sendo exibidos por meio do programa Statistical Package for the Social Sciences (SPSS) for Windows. Ao término, se reconhece a formação inicial docente como uma estratégia ampla de profissionalização, indispensável para implementar uma política de melhoria na Educação Básica, caracterizando o professor como um facilitador na construção do conhecimento do aluno, por meio de sua ação em sua formação, pois com a aplicação da SD o professor é capaz de facilitar a compreensão do conteúdo científico ao aluno por meio de diferentes módulos, possibilitando o detalhamento completo deste em diferentes materiais didáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Qualifying initial teacher education is a complex task that requires skills and abilities since it is necessary to improve the teaching and learning processes in Basic Education. In this sense, this article intends to present results of an activity developed with the aim of making the teacher in the initial formation, besides being apprentice and judging ideas and critical and reflexive conceptions about teaching methodologies, perceive himself as a teacher, considering the development of a pedagogical workshop in the light of the Didactic Sequence (SD). The data were collected through the observation and application of the questionnaire identified how the pre and post test during the planning, development and synthesis of the workshop. These data were analyzed and interpreted through the Survey and Content Analysis and are presented through the Statistical Package for the Social Sciences (SPSS) for Windows program. In the end, initial teacher education is recognized as a broad professionalization strategy, indispensable to implement a policy of improvement in Basic Education, characterizing the teacher as a facilitator in the construction of the student's knowledge through his action in his formation, because with the DS application the teacher is able to facilitate the understanding of the scientific content to the student through different modules, enabling the complete detailing of this in different didactic materials.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Calificar la formación inicial de profesores es una tarea compleja que exige competencias y habilidades, ya que es necesaria para perfeccionar los procesos de enseñanza y aprendizaje en la Educación Básica. En este sentido, este artículo tiene el objetivo de presentar resultados de una actividad desarrollada con el propósito de hacer que el profesor en formación inicial, además de ser aprendiz y ajusticiar ideas y concepciones críticas y reflexivas sobre metodologías de enseñanza, se perciba como profesor, considerando el desarrollo de un taller pedagógico a la luz de la Secuencia Didáctica (SD). Los datos fueron recolectados por medio de la observación y de la aplicación de un cuestionario identificado como pre y post-test durante el plan, el desarrollo y la síntesis del taller. Estos datos fueron analizados e interpretados por medio del test Survey y del Análisis de Contenidos, siendo visualizados a través del programa Statistical Package for the Social Sciences (SPSS) for Windows. Al término, se reconoce la formación inicial docente como una estrategia amplia de profesionalización, indispensable para implementar una política de mejora en la Educación Básica, caracterizando al profesor como un facilitador en la construcción del conocimiento del alumno por medio de su acción en su formación, pues con la aplicación de la SD el profesor es capaz de facilitar la comprensión del contenido científico al alumno por medio de diferentes módulos, posibilitando el detalle completo de éste en diferentes materiales didácticos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sequência Didática]]></kwd>
<kwd lng="pt"><![CDATA[Concepção docente]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia de ensino]]></kwd>
<kwd lng="en"><![CDATA[Didactic Sequence]]></kwd>
<kwd lng="en"><![CDATA[Teacher Conception]]></kwd>
<kwd lng="en"><![CDATA[Teaching methodology]]></kwd>
<kwd lng="es"><![CDATA[Secuencia Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Concepción docente]]></kwd>
<kwd lng="es"><![CDATA[Metodología de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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